chapter 1 teaching reading in today's elementary schools- roe, smith
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Chapter 1 Teaching Reading in Today's Elementary Schools Roe, SmithTRANSCRIPT
THE READING ACT
Chapter 1
Teaching Reading in Today’sElementary Schools
THE IMPORTANCE OF READINGTeaching reading in today’s schools is a challenging
vocation. Teachers are expected to- Prepare all students to do well on mandatory,
high-stakes standardized tests Choose methods that are research based and
represent best practices Work with an ever-changing array of technology Choose materials that are high quality, motivating
and appropriate from a multitude of titles available
Deal with an increasing diverse population of students-ELL learners and a variety of special instructional needs.
THE READING ACT- THE IMPORTANCE OF READING
The ability to read is vital to functioning effectively in a literate society.
Learning to read takes effort- easier for some than others
Teachers show the importance of functional reading by demonstrating- point out that everyday life involves reading-menus, news, advertisements, labels, signs, road signs, etc.
Think of an example that you could use to show the importance of functional reading for a Pre-K or K classroom.
A grade 3 classroom.
THE READING ACT- THE IMPORTANCE OF READING Reading for enjoyment is the ultimate goal in
teaching reading As a teacher you can help your students see
reading as a pleasure by doing the following: Read to your students daily using a variety of
genres, themes, topics Have many books available for students to look
at and read and set aside time for self-selection Give students opportunities to share their
reactions Encourage students to relate and connect to
what they are reading Share the pleasure you get from reading with
your students- read during reading time
THE READING ACT- THE READING PRODUCT-COMMUNICATION
THE READING PROCESS
Fluency is the ability to read with automaticity, appropriate rate, good expression, and good comprehension.
Fluent reading results when the subskills are put together as an integrated whole. Performing subskills individually is not reading. Practice integrating the subskills as a whole is essential in the reading process.. You learn to read by reading.
THE READING PROCESS- THE READING BRAIN- FAST FOR WORD PROGRAM
THE READING PROCESS
Reading is an extremely complex process. When students read they must be able to use the following aspects-
Sensory and perceptual Sequential Experiential background Thinking Learning Associational Affective Constructive
THE READING PROCESS- ASPECTS Sensory and perceptual- perceive the symbols set
before them and interpret what they see Sequential- follow the linear, logical, and
grammatical patterns of the written words Experiential background- relate words back to direct
experiences to give the words meaning Thinking- make inferences and evaluate the material Associational- recognize connections between
symbols and sounds, between words and what they represent
Affective- personal interests and attitudes affect the task of reading
Constructive-put everything together to make sense of the material
THE READING PROCESS- SENSORY AND PERCEPTUAL ASPECTS OF READING
Perception is the interpretation of sensory impressions
Reading begins with a sensory impression- either visual (sight) or tactile (touch).
Auditory sense- beginning stages in reading association between printed symbol and spoken word- person with poor auditory discrimination may find phonics difficult to master
Reading requires visual acuity (sharpness of vision) and visual discrimination (ability to differentiate among different shapes)
THE READING PROCESS-
Hearing affects the reading process- understanding phonics.
Auditory acuity- the ability to hear clearly and auditory discrimination-the ability to detect differences among sounds are essential in learning how to associate phonemes (individual speech sounds) with graphemes (printed symbols) for phonics instruction.
ACCOMMODATIONS- VISUAL & AUDITORY Visual- refer to specialist if you observe
squinting, covering or closing one eye, frequent rubbing eyes, frequent errors when copying the board. Accommodations include- lighting, seating, auditory recordings, large print, oral reading, practice tracking with highlighting tape, pointers, index cards
Auditory- refer to specialist if you observe frowning when listening, frequent requests to repeat, turning head so one ear is toward speaker. Accommodations include-speak slowly and clearly, use adequate volume, seat child away from distractions, supplement reading lessons with visual aids
THE READING PROCESS Sequential aspects of reading-readers must
learn to follow the sequence and order in which printed material is arranged.
Left to right- top to bottom Experiential background-readers integrate
information with prior knowledge for understanding
Schemata- clusters of information that people have developed about things, places, or ideas
Prior knowledge gained through direct and indirect (vicarious) experiences.
THE READING PROCESS
Reading and Thinking- recognizing and interpreting symbols, comprehending a reading selection requires a combination of thinking skills. Teachers help guide thinking by asking appropriate questions.
Reading to Learning- increases success in school, helps coping with everyday situations outside of school, bestows status, provides recreation.
Think and discuss- students “learn to read” in the primary grades and “read to learn” in intermediate and upper grades. Agree or disagree.
READING PROCESS Reading is an associational process- the
more meaningful an association is to a student, the more rapidly he or she will learn it. Comprehension is easier when connections are made.
Affective aspects of reading- interests, attitudes, and self-concept- determine how hard students will work at a reading task.
Motivation – the incentive to act Self-concept- opinion of one self affects
the risks one is willing to take to succeed. Constructive- the reader puts together input
from sensory and perceptual channels along with experiences and the printed word to gain meaning from the text.
READING PROCESS: SELECTED THEORIESSUBSKILL THEORIES
Reading is a set of subskills that children must master and integrate
Skills are mastered and used automatically. Automaticity is the ability to perform a task with little attention.
Subskills are practiced in the context of actual reading to ensure integration
Students master smaller units before larger ones and integrate them into larger units after mastery
READING PROCESS: SELECTED THEORIESINTERACTIVE THEORIES- Reading is a combination of two types of
processing- top-down processing (reader based) and bottom-up processing (text based) in continuous interaction.
In top-down processing, the act of reading begins with the reader generating a prediction
In bottom-up processing, reading is initiated by examining the printed symbols. Readers must first sound out a word letter by letter, pronounce it and so on.
Skilled readers use both simultaneously. Readers who cannot use clues from sentences
or pictures cannot grasp the meaning.
READING PROCESS- SELECTED THEORIESTRANSACTIVE THEORIES- Every reading act is a transaction involving a
particular reader and a text in a particular context with meaning coming into being during the transaction between the reader and the text.
No two readings are likely to be identical The readers stances, beliefs, and attitudes
affect their responses, as does the context Readers can comprehend a passage without
having identified all the words in it. Fluent readers use semantic clues
(meaning) and syntactic clues (word order) within the material
TRANSACTIVE THEORY
Louis Rosenblatt- the transaction between reader and text is dynamic.
Readers take one of two stances- Efferent stance- focusing on obtaining
information Aesthetic stance- focusing on the experience
lived through during the reading, the feeling and images evoked, and the memories aroused by the text
Reader chooses the appropriate stance
WHAT DO YOU THINK?
Some people believe the meaning resides in the text
Some believe that readers bring meaning to the text
Some believe comprehension involves using both the information in the text and the information the reader brings to the text
Let’s Read
TEACHER’S DILEMMA: TAKING A BALANCED APPROACH
An approach in which teachers concentrate on providing both word recognition and comprehension strategy and skill instruction along with ample opportunities to read complete works of literature, to use reading materials to solve problems, and to explore nonfiction and fiction material.
Organized learning- whole-class, small-group, and individualized instruction
Use a variety of approaches to meet the needs of all learners
15 PRINCIPLES OF TEACHING READING
1. Reading is a complex act with many factors that must be considered
2. Reading involves the construction of the meaning represented by the printed symbols
3. There is no one correct way to teach reading
4. Learning to read is a continuing process5. Students should be taught word-recognition
strategies that will allow them to unlock pronunciations and meanings of unfamiliar words independently
15 PRINCIPLES OF TEACHING READING6. The teacher should assess each student’s
reading ability and use the assessment as a basis for planning instruction.
7. Reading and the other language arts are highly interrelated.
8. Using complete literature selections in the reading program is important
9. Reading is an integral part of all content area instruction within the educational program
10. The student needs to see that reading can be an enjoyable pursuit
THE 15 PRINCIPLES OF TEACHING READING
11. Sound teaching of all reading skills and strategies is important for all students
12. Reading should be taught in a way that allows each student to experience success
13. Encouraging self-direction and self-monitoring of reading is important
14. A supportive classroom organization can facilitate the teaching of reading
15. Teachers must help students develop facility in using technology to enhance their learning.